BML224 Data Analysis for Research - Assessment Guidance

Data Analysis for Research

Data Analysis for Research

BML224:

Guidance Booket #2 Assessment Guidance for the Research Project

Scan for Moodle

Business School Dr Andrew Clegg

Data Analysis for Research

Data Analysis for Research

Introduction

Working in small teams (maximum 4 students), you are asked to design and execute a short questionnaire survey and present a research briefing as part of a quantitative methods research conference that will take place in December.

This will consist of a short research briefing/presentation (approx. 10 minutes per team) and a supporting poster presentation that outlines the key results from the survey.

The Survey

You will be expected to develop a suitable research topic and design an online questionnaire. You are free to decide on your own topic, but your choice of topic should be referenced against the academic literature or equivalent.

For example, if you were investigating attitudes to the Olympic Games, I would expect to see some reference to existing literature on this topic, and how this has guided/influenced your own research objectives and subsequent methodology. The design of the questionnaire is critical and should include a range of questions that generate opportunities to demonstrate progression from basic to advanced statistical techniques. The link between questions, types of data and approaches to analysis will be covered in detail during the course of the module. The questionnaire should be designed and then delivered on-line using Bristol online surveys (BOS). Each team will be given a BOS account, and guidance on the use of BOS will again be given during the module. You are expected to get a minimum of 50 responses. Your results should be analysed using SPSS and presented accordingly, following the guidelines covered in the module.

Research Briefing

Your team will be expected to present a short 10-minute research briefing that should aim to provide an executive summary of your research, making brief reference to existing research or secondary data that informed your research aims, and the key elements of the methodology you applied. The main focus of your briefing should be to tell a clear and articulate story about your results.

You will not have time to cover everything, and you should aim to highlight a specific aspect of your results – additional information can be included on your poster. We expect to see a detailed analysis of your results, in the first instance focusing on the descriptive statistics such as frequency counts, p. ii

Data Analysis for Research

contingency tables, averages, and the inclusion of correctly formatted Excel charts. Advanced analysis, for example using crosstabulations, which may seek to establish relationships between different variables, and subsequently apply statistical testing, should also be evident. Again all these concepts and approaches will be discussed in detail during the course of the module. The research briefing can be delivered as a PowerPoint presentation, Prezi or equivalent. Please note that all presentations will be videoed. Examples of last year’s presentations can be viewed via Moodle.

Research Poster

In addition to the research briefing, you are also required to produce a research poster. Again this should seek to provide a clear overview of your research and expand on the key themes covered in your research briefing. If it helps think of the research briefing as an executive summary of your poster display.

The poster should be approximately 110cm (width) by 100cm (height) in size. As with the presentation, the poster should make reference to a literature review and existing research or secondary data that informed your research aims, and the key elements of the methodology you applied. Some critique of your chosen methodology should also be included. The main focus of your poster should be to highlight your results and tell a clear and articulate story.

The overall structure of your results here is critical and there needs to be demonstrable progression and logic to the order of your analysis – from basic to advanced statistical analysis. Again we expect to see the correct application of techniques in terms of analysis and presentation. In terms of analysis, we also expect to see you investigating relationships between different variables, and to go as far as including appropriate statistical tests to demonstrate the significance of any relationships you think exist in the data. Again all this will be covered in the module, and the overall content is structured in a way that it will guide you through the assessment process. It is therefore very important that you engage with the module and the resources provided, and work proactively towards the successful completion of this assessment. As always I will expect to see a high standard of presentation.

As part of the briefing you should also submit two hard copies of your presentation, and a final copy of your questionnaire. Please ensure all student numbers are clearly marked on submitted documentation.

p. iii

Data Analysis for Research

Assessment Criteria

The assessment criteria for research presentation/briefing are: 

Evidence of clear research aims and objectives informed by background research  Clear and logical structure of the presentation demonstrating progression from basic to advanced statistical techniques referencing a specific aspect of the research process/results  Clear extrapolation of answers and analysis based on the use of the appropriate statistical techniques and the interpretation of SPSS output  Ability to present results accurately, succinctly and to a high standard using appropriate formats and referencing conventions The assessment criteria for research poster:  

  

Team Work

Evidence of clear research aims and objectives informed by background research Clear and logical structure of the poster demonstrating progression from basic to advanced statistical techniques referencing the entire research process/results Clear extrapolation of answers and analysis based on the use of the appropriate statistical techniques and the interpretation of SPSS output Ability to present results accurately, succinctly and to a high standard using appropriate formats and referencing conventions Quality of the demonstrated critical reflection of chosen research methodology and results as part of the ‘live marking’ of their poster with the module tutor(s)

To complete this assessment successfully, you are expected to work together collegiality, using the timetabled team meeting slot effectively throughout the course of the semester. You are asked to adhere to the following guidelines to ensure that each member of the team contributes fully to the team, and that individual contributions to the assessment are recorded.

Guidelines: •

Each team should appoint a project manager.

•

Each team meeting should be formally minuted, with attendance clearly noted.

•

Action points for individual team members should be made at each meeting, and then subsequently monitored and updated.

•

Action plans should be submitted electronically to the module tutor after each meeting.

•

Anybody not contributing fully to the assessment process will be asked to attend a meeting with the module tutor to explain their lack of engagement.

If a student demonstrates a persistent lack of engagement, then an individual mark may be awarded that is more representative of the individual p. iv

Data Analysis for Research contribution to the team effort. •

The satisfactory completion of team meetings and the recording of action points is a required part of the assessment process and I ask that you take this task seriously and complete in a conscientious and appropriate manner, as it is designed to ensure effective team-working, which is in your own interests.

Support and Guidance

The very structure of the module is intended to provide clear guidance for the assessment, and each week we will cover a different theme and relate it back to the assessment. The self-directed tasks during the module are also designed to give you the confidence and competencies to effectively analyse your own dataset.

If however, you feel that you need additional support then please do not hesitate to contact me for assistance. We are happy to meet the individual teams, or run additional surgery sessions if there is demand. Above all it is important that you engage with us. Historically, those students that engage with the module do very well. Those students that do not ask for assistance, inevitably fail. We appreciate that some of you may find this assessment difficult and stressful so please ask for help!! All our contact details are available via the Moodle homepage.

Examples of research posters and presentations are available via Moodle.

You are strongly advised to make effective use of these resources.

p. v

Data Analysis for Research Assessment Work Schedule - Read Carefully!

To help ensure that you complete the assessment properly here is an indicative timeframe that you are strongly advised to follow.

STEP 1: TEAM FORMATION AND COMPANY NAME

SEPT

TUES GROUP

12

COMPLETION: Week 2 Teams should finalise a company name and decide on a research topic.

STEP 2: BACKGROUND READING AND RESEARCH OBJECTIVES

SEPT

COMPLETION: Week 4

TUES GROUP

26

Teams must investigate a suitable research topic. As will be discussed during the module, any topic must be supported by reference to the academic literature, and link to existing research.

This background research should be the primary task of the team in the opening weeks of the semester.

STEP 3: DESIGN AND LAUNCH THE SURVEY USING BRISTOL SURVEY

OCT

3

COMPLETION: Week 5 After Week 5 (Research Design and Data Collection 3) you should have acquired a competent understanding of basic data types and approaches to analysis which will allow you to finalise the design of your questionnaire, and intended plans for analysis. I would suggest that your questionnaire needs to be launched no later than Friday 9th October to provide sufficient time to get enough responses.

STEP 4: SURVEY CLOSURE, ANALYSIS AND POSTER AND PRESENTATION PREPARATION

OCT

31

COMPLETION: Week 9 I would suggest that your survey is closed and you start your analysis no later than Friday 6th November. This gives you approximately four/five weeks to analysis the data and prepare your poster.

p. vi

Data Analysis for Research STEP 5: SUBMIT POSTER TO THE PRINTSHOP FOR PRINTING COMPLETION: At the latest 1pm Wednesday 7th December

DEC

7

Please note that reprographics will need at least 48 hours notice to print your poster. Given the volume of posters that will need to be printed you will need to submit your poster to reprographics by 1pm on Wednesday 7th December to ensure that they are available for collection in time for assessment. Reprographics will not be able to guarantee posters submitted after 1pm will be available for collection.

STEP 6: RESEARCH POSTER AND PRESENTATION SUBMISSION DATE

DEC

12

COMPLETION: 1pm Monday 12th December All assessments must be submitted by this point, and as such no team will gain a time advantage by presenting later in the week.

Failure to submit by deadline will result in work being deemed a non-submission and you will be excluded from submitting your work during the research conference. THERE WILL BE NO EXCEPTIONS TO THIS! If you are experiencing problems with your assessment then you must report them to Dr Andy Clegg immediately - who will be acting as the principal contact point for assessment enquiries during the course of the semester.

Do not leave this assessment to the last minute and work proactively to meet the deadline dated provided. Teams that have not heeded this guidance and left this assessment to the last minute have consistently underperformed.

Remember that background reading is essential as you must demonstrate a critical link to the research literature.

p. vii

Data Analysis for Research

Marking Your Poster

As an integral component of the assessment, you will be given the opportunity to assess your own work alongside the assessment markers (Drs Andy Clegg and Dawn Robins). Following each research briefing, each group will be asked to assess their own poster using the assessment criteria (overleaf). You will do this with the support of the marking team, and will engage in discussions about the structure of your poster, formatting, use of statistics and the suitability of your topic, research aim and objectives. By engaging in this activity, we are expecting you to engage in the critical analysis of your work.

To prepare for this element of the assessment you are required to complete the table overleaf (an electronic copy is available on Moodle), critically reflecting your work against each of the assessment criteria.

We will expect to see this task completed fully, and consequently expect you to be able to talk through the assessment criteria as part of your discussion about your poster. Through this engagement we will collectively work together to derive an overall mark for your poster. The more purposefully you engage with this activity, the better placed you will be to discuss the underpinning approach to your research, and how you have presented your findings. The format of this assessment is collaborative in nature, and is designed to give you the opportunity to demonstrate how you have achieved the learning outcomes of the module which were to: (i) relate and critically apply the use of quantitative methodologies to their own research, (ii) distinguish between the characteristics of different data types and apply to quantitative methodologies and data collection strategies, (iii) acquire, analyse, interpret and present quantitative data appropriately using SPSS and Excel, (iv) accurately select and apply appropriate advanced statistical techniques in SPSS and analyse the output accordingly, and (v) relate underlying statistical theory, such as the normal distribution, to statistical analysis.

You will also find included in this document the undergraduate marking scheme that will assist in helping you to determine what grade boundary you think your work falls into.

p. viii

Reflection

This table must be completed fully as part of the assessment of your poster. Failure to do so will potentially reduce your final mark!

marking’ of their poster with the module tutor(s)

research methodology and results as part of the ‘live

Quality of the demonstrated critical reflection of chosen

conventions

high standard using appropriate formats and referencing

Ability to present results accurately, succinctly and to a

interpretation of SPSS output

use of the appropriate statistical techniques and the

Clear extrapolation of answers and analysis based on the

referencing the entire research process/results

progression from basic to advanced statistical techniques

Clear and logical structure of the poster demonstrating

by background research

Evidence of clear research aims and objectives informed

Assessment Criteria

Data Analysis for Research

p. ix

Relevance

Non-submission of work

Contains little of relevance to the objectives of the assessment task. Fails to answer and address the set topic

Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief.

Inconsistency of relevance to the objectives of the assessment task. Addresses topic but not always [OL HZZPNUTLU[ IYPLM 4H` IL ZPNUPÄJHU[S` ZOVY[ VM required length/ time.

May be some deviation from objectives of the assessment task. May not consistently address set question or assignment brief. May be short of required length/time.

Satisfactorily addresses most objectives of the assessment task Completed to acceptable tolerance, limits of time/length.

Competently addresses objectives of the assessment task, but may contain minor errors or omissions at the lower end, where treatment of issues may be Z\WLYÄJPHS *VTWSL[LK [V YLX\PYLK [PTL SLUN[O L[J

Clearly addresses the objectives of the assessment task, especially those elements requiring critical analysis. At the higher end the work will not contain errors or omissions.

Authoritatively addresses the objectives of the assessment task, especially those components requiring critical analysis, synthesis and evaluation.

Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.

Professionally addresses the objectives of the assessment task, especially those components requiring originality of critical analysis, synthesis and evaluation.

Class Marks/Overall Quality

Fail

Fail 1-9% Minimal quality

Fail 10-19% Very poor quality

Fail 20-34% Poor quality

Fail/PP 35-29% Weak quality

3rd 40-49% Acceptable quality

2(ii) 50-59% Sound quality, competent with some limitation

2(i) 60-69% High quality, skilled work

1st 70-79% Outstanding quality

1st 80-89% Outstanding quality

1st 90-100% Exceptional or distinguised quality

Undergraduate Assessment Criteria

Consistent line of profound critical and evaluative argument, displaying the ability to develop original ideas from an innovative synthesis of the work of V[OLYZ *YLH[P]L ÅHPY PU HK]HUJLK [OLVYL[PJHS HUK conceptual analysis.

A clear and consistent line of highly critical and evaluative argument, displaying the ability to develop VUL Z PUUV]H[P]L PKLHZ MYVT [OL ^VYR VM V[OLYZ *YLH[P]L ÅHPY PU [OLVYL[PJHS HUK JVUJLW[\HS HUHS`ZPZ

A clear and consistent line of critical and evaluative HYN\TLU[ KPZWSH`PUN [OL HIPSP[` [V KL]LSVW VUL Z V^U insightful ideas from the work of others. Excellent engagement in theoretical and conceptual analysis.

Generally clear line of critical and evaluative argument, with ability to develop own ideas from the work of others. Ability to engage in theoretical and conceptual analysis.

Some limited critical discussion, but argument is unconvincing, particularly at the lower end where the work is more descriptive. More reliance on work of others rather than developing own arguments. Limited theoretical and conceptual analysis.

Work is descriptive with minimal critical discussion and limited theoretical engagement. Too much reliance on the work of others rather than developing own understanding and application of the material

Descriptive or anecdotal with little or no critical discussion and theoretical engagement. Unconvincing or minimal line of argument. Mostly reliant on the work of others, displaying little understanding or ability to apply the material.

Descriptive or anecdotal work with scanty or no argument. Reliant on the work of others and does not use this to develop own arguments. No critical discussion or theoretical engagement. Little practical and intellectual application.

Work is descriptive and anecdotal. Minimal or no argument. May be entirely reliant on the work of others, with no practical and /or academic application to demonstrate understanding of the material.

No practical, academic or intellectual application.

Argument (Reasoning)

Wide range of relevant and recommended sources used in a profound and consistent way as supporting evidence. Use of cutting-edge sources beyond the recommended texts, including in-depth use of complex material demonstrating advanced independent research.

Wide range of recommended and relevant sources used in an innovative and consistent way to support arguments. In depth use of sources beyond YLJVTTLUKLK [L_[Z KLTVUZ[YH[LZ JYLH[P]L ÅHPY PU independent research.

Wide range of relevant and recommended sources used in an insightful and consistent way as supporting evidence. Some in depth use of sources beyond recommended texts, to demonstrate independent research.

Good range of relevant and recommended sources used in an imaginative and largely consistent way as supportingevidence. Use of some sources beyond recommended texts including more complex materials.

Range of relevant and recommended sources are used, but this may be in an unimaginative or literal manner, particularly at the lower end of the range. Limited use of sources beyond the standard recommended materials.

Limited range of relevant and recommended sources are used, but with some inadequacies in their use and employment as supporting evidence. There may be some reliance on dated or unreliable sources.

Very limited range, use and application of relevant and recommended sources. Demonstrates lack of real understanding. Too much reliance may be placed on dated, unreliable or non-academic sources.

Minimal and inadequate knowledge of relevant and recommended sources. Their use as supporting evidence may be inaccurate, inappropriate or negligible. Reliance on dated, unreliable or nonacademic sources.

Irrelevant or minimal use of recommended sources, resulting in a lack of understanding and inadequate supporting evidence. Non-academic sources that lack intellectual integrity are relied upon.

Based on little or no evidence. Lacks academic and intellectual integrity and quality. Use of non-academic sources limits intellectual understanding.

Evidence

Distinguished visual and written presentation. Highly sophisticated yet clear and accessible style.

Extremely good standards of vocabulary, syntax, spelling and punctuation. Innovative yet logical HUK Å\LU[ VYNHUPZH[PVU HUK KL]LSVWTLU[ VM TH[LYPHSZ /PNOS` HY[PJ\SH[L JVOLYLU[ HUK Z\JJPUJ[ Relationships between statement and sections are precisely made with great clarity. Referencing PZ HJJ\YH[L HUK HWWYVWYPH[L PUUV]H[P]L `L[ SVNPJHS HUK Å\LU[ VYNHUPZH[PVU HUK KL]LSVWTLU[ VM materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.

Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Very good standards of vocabulary, syntax, spelling and punctuation. Possibly Possibly innovative yet SVNPJHS HUK Å\LU[ VYNHUPZH[PVU HUK KL]LSVWTLU[ VM TH[LYPHSZ (Y[PJ\SH[L JVOLYLU[ HUK Z\JJPUJ[ Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.

Excellent visual and written presentation. Very clear and accessible style. Good standards of ]VJHI\SHY` Z`U[H_ ZWLSSPUN HUK W\UJ[\H[PVU 3VNPJHS HUK Å\LU[ VYNHUPZH[PVU HUK KL]LSVWTLU[ VM materials. Coherent and succinct. Relationship between statements and sections are very clear.

Referencing is accurate, appropriate and extensive.

Good visual and written presentation. Clear and accessible style. Generally good standards of vocabulary, syntax, spelling and punctuation. Logical organisation and development of materials.

Coherent. Relationship between statements and sections are easy to follow. Referencing is accurate and appropriate.

Generally sound presentation. Style is largely clear and accessible. There may be minor errors of vocabulary, syntax, spelling and punctuation but these should not detract from the overall meaning. There may be inconsistencies in the organisation and development of materials. The relationship between some statements and sections may not be easy to follow. Some points may not be made coherently or succinctly. Work is referenced accurately with few errors.

Acceptable presentation. Some aspects of the style may be unclear. Points may not be made coherently or succinctly. Some errors of vocabulary, syntax, spelling and punctuation but these are not serious distractions from the overall meaning. Some lack of logical development and organisation of the materials. The relationship between some statements and sections may be hard to follow. Work is referenced accurately with some errors.

Weak presentation. Some aspects of the style may be inappropriate, unclear and inaccessible.

Some points will not be made coherently or succinctly. Errors of vocabulary, syntax, spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. The relationship between some statements and sections may be KPMÄJ\S[ [V YLJVNUPZL 3PTP[LK \ZL VM YLMLYLUJLZ HUK ZVTL TH` IL PUHJJ\YH[L

Poor visual and written presentation. The style may be inappropriate, unclear and inaccessible.

Points may not be made coherently or succinctly. Errors of vocabulary, syntax,spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical KL]LSVWTLU[ HUK VYNHUPZH[PVU 9LSH[PVUZOPW IL[^LLU Z[H[LTLU[Z HUK ZLJ[PVUZ TH` IL KPMÄJ\S[ [V recognise. References may be absent, inaccurate or incorrect.

Presentation is inappropriate, unclear and inaccessible. Points are not made coherently or succinctly. Compound errors of vocabulary, syntax, spelling and punctuation seriously detract from the overall meaning. Materials lack logical development. Relationship between statements and sections are hard to recognise. References may be absent or incorrect.

Presentation is inappropriate, unclear and inaccessible. Work is not coherent or succinct. Serious errors of vocabulary, syntax, spelling and punctuation obscure the overall meaning. No logical development or organisation of the materials with few links between statements and sections.

References are absent, incorrect or inaccurate.

Structure and Presentation

Data Analysis for Research

p. x

Data Analysis for Research

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Gende

Blue Ree Aquarium

Business School Dr Andrew Clegg Email: a.clegg@chi.ac.uk

Female

Male

ARTIST LINE-U

P

t line portant valuing artis attendee’s  With most moti e up is the more. at artist lin nts. r responde onstrates th

Total

0.05

Count

1

Expected Count

Residual ual Std. Resid Count

Expected Count

Residual

Std. Resid

ual

Count

Expected Count